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Six Components of Response to Intervention
The Colorado Department of Education (CDE)
recognizes six areas significant to RtI Implementation. Further information
about each area can be obtained by clicking on the heading. Colorado Springs
School District 11 developed an
Implementation Evaluation
Rubric to identify key activities and components in each area. The
rubric is used to assist schools plan, implement and improve RtI processes.
Additionally, each school’s implementation status is evaluated in the spring
based upon the rubric.
Leadership:
Leadership at the state, district, and building level
is crucial to the fidelity of RtI implementation. RtI is a significant change
that affects the entire educational system. These changes must be championed and
monitored by leaders at all levels.
Curriculum &
Instruction: The RtI
Model is a three-tiered system designed to meet the needs of ALL students.
Curriculum, based on the state standards and quality instruction are essential
for student success.
Tier I
instruction includes high quality, research-based curricula
and instructional strategies that support the district’s curriculum guidelines.
Tier II offers supplemental instruction in addition to
the standards-based curriculum received in Tier I.
Tier III instruction includes more explicit
instruction that is focused on a specific skill need, whether that be an
accelerated need or a remedial need.
Problem-Solving Process:
The purpose of the problem-solving process is to assist the classroom teacher
and parents in designing and selecting strategies for improving student academic
and/or behavioral performance. Furthermore, it provides a structure for
addressing the academic and/or behavioral concerns identified by teachers or
parents. A problem-solving process requires full collaboration among a team of
professionals along with parents to identify a specific, measurable outcome and
to design research-based interventions to address the concerns.
Assessment and Progress Monitoring:
A major feature of the RtI Model is its use of data to
drive the decision-making process—at the individual student, classroom, and
school levels. To support RtI’s fluid approach, reliable and ongoing information
must be available to:
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Identify academic and behavioral needs of
individual students;
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Inform the problem-solving process;
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Design and modify instruction to meet student
needs;
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Evaluate
the effectiveness of instruction at different levels of the system (e.g., classroom, school, district).
Positive School Climate and Culture:
The core principles of a multi-tiered RtI model
support and embrace positive school climate within all school settings. Positive
school climate depends on four essential elements:
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Creating a caring school community
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Teaching appropriate behavior and social problem-solving skills
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Implementing positive behavior support components
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Providing rigorous academic instruction
Parent and Community Engagement:
When
families, schools, and communities work together, students are more successful
in school and schools improve. Effective partnerships include parents, families,
students, community members and educators. Indicators of an effective
partnership include 1) sharing information, 2) problem-solving and 3)
celebrating student successes.
Link to
CDE “Response to Intervention (RtI) – A Practitioner’s Guide to Implementation”
Adapted from
Colorado Department of Education “Response to
Intervention (RtI) – A Practitioner’s Guide to Implementation.”
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